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BL Chart
BL Chart
BL Chart
INPUT
C P
A H
EXISTENCE
PRECURSORY
NONEXISTENCE
3 that a
RECURRENCE
more
REJECTION
no
DENIAL
no
more coke
more light
ATTRIBUTION
dirty
hot
funny man
no want
that
Patsy's pen
this another
clown
what's this
5 that's a book
who that?
no bear
book
I can't reach
it's not in
the bag
there's the
that's daddy's
bolt barrels
birthday
not bolts
that's my's
I not tired
3
to 6
4
ACTION
LOCATIVE
ACTION
LOCATIVE
STATE
STATE
QUANTITY
NOTICE
TEMPORAL
ADDITIVE
CAUSAL
DATIVE
SPECIFICATION
EPISTEMIC
ADVERSATIVE
COMMUNICATION
no more soap
2
that's red one
to 4 this a my bike
3
that's a
Adapted from: Lahey, M. (1988). Language Disorders and Language Development. New York: Macmillan.
GOALS
POSSESSION
up
sit
out
a eat juice - read a up Pat sweater
book
ride this
Mommy open that
I do it
Katie read this
tape on truck
baby in bed*
I write my pan
there's a tape - go
round right there
I draw red man
make a big tree
I broke a bridge
I fed a ducky
I found choo choo
train there
don't touch my
blocks
I going wash
my hands
I want touch here
where is it?
two cow
library
books
mommy hangs my
it fell down
socks up
here goes a
green wheel/
there goes a
green wheel
I put a little thing
in it
I get more lamb
in the train
who broke it
what you doing
now what should
we do with em
what's the boy
feeding
I want some
more egg
I got new pail
Tim want red one
RECEPTION
I writing circle
I hear Kevin
oooh, look at
the rabbit
look at that
I have
some
orange
juice
many
I have to get your hat clay
I want to look
hafta play ball
all these
want to see that
in there
noise
I want my table
and chair
I want my supper
She has a band-aid
on her toe
I can do it
I want mommy get it
PERCEPTION
SEQUENTIAL
I gon see
there's more
tape
look I found
SIMULTANEOUS
I can only have the
bear when I go to sleep
4
to 8
5
watch what
I'm doing
see how fast
I can run
PERCEPTION
want something to
eat
choo-choo train
can't go anyplace/
fix dat
now let me
try to see if I
could hit
I need
this blue*
you get
some
Kathryn
unbutton it
I want spoon and I
why
I want a handkerchief/
look what my
mommy got me
this is a
let's put
stool for you these in
the box
will you open
these for me
give the ball
to John
looks like a fish- I don't know
ing thing and
what color
I know where
you fish with it
he put it*
this what I got
I think I put
in New York
some lot of
sugar in there
and that's where I think draw
the cake goes
pink first
body's sleeping
I was scratching
my head
he isn't having
any food
maybe the mommy
will wash the boy
and the girl
when will you go
home
This chart identifies the normal developmental sequence of utterances that a child learning English expresses; i.e. says, signs, or cues.
In most children, comprehension develops before expression, meaning that most children are likely to comprehend utterances much more complex than the utterrances they are able to spontaneously express at the same
time. Input by a person fluent in English should be abundant throughout the language acquisition process and is absolutely necessary for both comprehension and expression to develop.
Notes:
* This specific utterance is not in the book, but it is the type of utterence specified in the book.
dirty hands/
hafta wash 'em
revised: 5/30/09